The topic of the presentation was Indigenous older adults with depression. First, we made a contract and developed a teaching plan to effectively communicate and implement teaching process. We applied concepts of social justice which include equity, equality, and respect for human rights (Kozier et al., 2014) by analyzing accessibility and sustainability of resources required to perform a teaching plan for Indigenous older adults. We identified definition, signs, and symptoms, and serious causes of depression, especially in Aboriginal older people, through this experience. Also, we understood why a particular teaching process should be considered for a specific age group or a specific population. For instance, the causes of depression likely differ for different populations, so the Canadian government provides appropriate assistance and supports to relieve the depression for Aboriginal people through programs, websites, and institutions such as Indigenous Cultural Competency Training Program and National Network for Aboriginal Mental Health Research (Bellamy et al., 2015). It was a great opportunity to learn effective teamwork, develop a sense of responsibility, and improve communication skills. At the beginning, we made a contract through discussion in order to establish group goals and achieve best practices within our group. It helped us ensure that we work toward common goals to be successful as a team. Therefore, I was quite pleased since I acquired diverse knowledge of depression, especially in Aboriginal older adults. We acted with responsibility, and we all joined efforts to accomplish our common goals.
There are different social issues affecting Aboriginal older people in Canada such as low income, lack of education, increased risk of chronic disease, and so on (Kozier et al., 2014). It leads to higher rates of depression compared to the general population. According to the First Nations Regional Longitudinal Health Survey (March, 2002), the rate of depression for Métis was 22.0% in comparison with 20.4% of the population in general (Bellamy et al., 2015). As a result of problems like this, it is important to bear in mind that these types of social issues can affect Indigenous older adults’ health leading to depression, so appropriate education needs to improve their health and well-being by providing a culturally proper teaching process for them. Kozier et al. argue that nurses should identify and consider problems based on culture, different age groups, and so on, and they are able to assist clients to understand their problems and accept health promotions in a variety of ways (2014). We recognized that Aboriginal older people suffer from depression because of loss of cultural and spiritual identity, so we found appropriate sources for help. For example, our presentation provides information about specific resources available in the community such as counseling and treatment services; thus, Indigenous older adults can use culturally specific services for mental health. In addition to that, feedback given can produce desirable outcomes (Kozier et al., 2014), so we set a goal to provide peer feedback at both designated meetings. For instance, when I prepared my parts of our presentation, I missed the main point of my parts. One of my group members who understood what the problems are gave me feedback on my parts. After that, I realized that it helped me improve my performance by receiving ongoing feedback. Also, I think that we did well when completing this assignment with my group as we smoothly communicated with each other, and completely performed our roles without any trouble because we took an active part in discussions, helped each other, and respected other members’ opinions. For example, during the discussions, we actively shared information gathered about the signs and symptoms of depression. One of our group members who had experience as a nurse told us specific examples such as real cases and showed statistical charts for our better understanding. Another member is skilled in working with computers, so she assisted other group members in editing pictures or creating graphs with a computer. That is why we competently showed visual materials and specific examples when we performed the teaching process, and we achieved our common goals.
In retrospect, if I could do the project all over again, I would appropriately use verbal and nonverbal communication skills, and adequately prepare for my presentation. I lacked nonverbal communication skills such as eye contact, gestures, and facial expression, and had less verbal skills while I was talking with my partners. I am always too nervous to speak English in front of other people, and did it with a lack of practice or preparation, so I just read my presentation, and I could not give more details about my presentation. Thus, I need to develop my verbal and nonverbal communication skills, and prepare until I can present information clearly to keep learners’ attention, and create excitement for the topic of the presentation as well as for me. In fact, Aboriginal older people are not used to using the computer, so nurses should express the content orally and explain it in a concise and accurate way. Moreover, nonverbal communication is necessary to build an interpersonal relationship with learners. For that reason, I set my goal to improve my English speaking skills and nonverbal skills more and more through a lot of practice before I work on a new group project as Nurses should know how to educate clients in one-to-one situations or in groups (Kozier et al., 2014). I should practice talking in public since it would help me overcome my fear of speaking English. For instance, I will practice giving the presentation in front of a mirror or with a friend who can give me feedback on my presentation. It would help to speak English clearly and to competently describe my presentation in more detail.
The most important point is that it was useful to learn about the teaching-learning process. As Kozier et al. state, nurses individualize the teaching-learning process to meet client’s needs and abilities by collecting data, selecting interventions, and so on (2014). Each group’s process was designed to a specific target population. For example, when we made a plan for our target population, there were significant differences among Aboriginal people based on age. One of the main sources of depression in Aboriginal children is that they stay in residential schools away from their family (Bellamy et al., 2015), but living with chronic conditions, including arthritis, heart problems, and disabilities, causes problems in Aboriginal older adults (Beatty et al., 2011). Therefore, this experience helps me to understand why I learn about teaching-learning process based on social justice, values, beliefs, culture, age, and so on because knowledge gained from the experience expands my capacity for nursing; furthermore, the knowledge can help me to solve any issue profoundly.
Beatty, B. B., Berdahl, L. (2011). Health Care and Aboriginal Seniors in Urban Canada:
Helping a Neglected Class. The International Indigenous Policy Journal, 2(1).
Retrieved from: http://ir.lib.uwo.ca/iipj/vol2/iss1/10DOI: 10.18584/iipj.2011.2.1.10
Bellamy, S., Hardy, C. (2015). Understanding Depression in Aboriginal Communities and
Families. Prince George, BC: National Collaborating Centre for Aboriginal Health. Retrieved from http://www.nccah-ccnsa.ca/Publications/Lists/Publications/
Kozier, B., Erb, G., Berman, A., Snyder, S., Buck, M., Yui, L. & Stamler, L. (2014).
Fundamentals of Canadian nursing: concepts, process, and practice. (3rd Canadian Edition). Toronto, ON: Pearson.
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